- T reads sounds and words a individually few of times; - T gets Ss to read the words in each column out aloud in chorus and individually for a few more times; Answer: - T listens and co[r]
(1)LESSON PLAN Unit 13: Hobbies Part E: Language Focus Teacher: Thai Thi Y Ly Class: 11 Date: Time: 45’ I Objective By the end of the lesson, students will able to: - Pronounce the clusters /pt/, /bd/, /ps/ and /bz/ - Pronounce the words and sentences containing these clusters correctly - Use cleft sentences (subject focus, object focus and adverbial focus) correctly to the exercises and solve communicative tasks II Materials: textbook, blackboard, posters, handouts,… III Anticipated problem The students may find it difficult to pronounce these sounds so teacher should be ready to help them IV Procedures Time 5’ Content Warm-up: game Bingo Teacher’s activities Students ‘activities - T shows the poster of words; - Ss listen and - T runs through by reading a repeat words; (2) Rule of game: few times; - T asks Ss to write words( in the - T helps Ss practice how to practice saying ”Bingo”; poster) in a piece of paper; T read say “Bingo”; - Ss choose and some words until there is a student write getting all written corresponded with those T read This is the winner who reread all word have he/she have - T asks Ss to choose and to write down words; - T reads aloud the words in (Stopped ,jumped, stepped, trapped, robbed, stabbed , grabbed, bribed, 8’ Ss the poster until there is a winner down words; - Ss listen and check if their words are corresponded with stops, steps, maps, shops, robs, bribes, words T read, and rubs, clubs) if so, say “Bingo” aloud - T models the /pt/, /bd/, /ps/ - Ss listen to T’s Pronunciation and /bz/ for a few times and model and repeat Rules: asks Ss to repeat the sounds in the sounds; -ES: turn before Ss see them; + after /p/, /f/, / /, /k/ ==> /S/ - T teaches the rules of groups and the pronunciation and Ss work - Ss finish the task - T gives instruction: “You and go to will have one minute to blackboard -ED in divides task; + after vowels, voice consonants, class into groups; except /z/, / /, /d / ==> /Z/ - the to arrange the words with the write the answer; + after vowels and voice consonants / /, /b/, /v/, /z/, / /, / /, /g/, /m/, /n/, / /, /l/ ==> /D/ + after voiceless consonants / /, /p/, /f/, sounds I give you: group A /pt/, group B /bd/, group C /ps/, group D /bz/"; - Ss words read the in each column out aloud (3) /s/, / /, / /, /k/ ==> /T/ - T asks the leader of each in chorus and team to write down the words individually for a on the blackboard; few more times; - T shows the poster of - Ss answer T’s sounds and words containing questions; these sounds as a feedback to check Ss’ answers; - Ss repeat choral and - T reads sounds and words a individually few of times; - T gets Ss to read the words in each column out aloud in chorus and individually for a few more times; Answer: - T listens and corrects if Ss * Listen and repeat pronounce / pt / Stopped / bd / robbed / ps/ stops / bz/ robs jumped stabbed steps bribes the words incorrectly; - T shows the poster of practicing these sounds in sentences; stepped trapped grabbed maps rubs - T runs through by such bribed shops clubs questions as: how many sentences are there? which sounds have we learnt in the sentences? in then (4) *Practice the following - T reads them several times sentences(151-152) and call students repeat in choral and then individually 25’ 3.Grammar: Cleft sentences Tom borrowed Tim S V O(người) - T draws on the blackboard( a - Ss carefully pay picture of boys and a tie in attention and turn); the answer - T gets Ss’ attention by asking questions questions; while - Ss listen to T and drawings such as girl or boy?, take notes; a tie yesterday O(vật) adverbial a Subject focus: Expected example: what’s his name? what did Tom yesterday? - Ss take part in building the - T sets the scene to have the lesson example: Tom borrowed Tim a tie yesterday - Ss Exercise individually; - It was Tom who/that borrowed Tim a - T analyzes this sentence and - Ss share their draws structures; tie yesterday answers with their Form: - T instructs and ask Ss friends; Exercise individually then - Ss play game: It is/was + S+ that/who +V+… shares with their friends; b Object focus - T holds game “Pick apples” and to Exercise 2; choose the apple answer questions; Expected example: - T draws on - It was Tim who(m) Tim borrowed a blackboard(an apple tree); the - Ss pick lucky ones not (5) tie yesterday - T tells Ss the rules of game answer - It was a tie that Tom borrowed Tim yesterday and there are lucky ones; Ss question; pick lucky ones not answer the questions; - Ss get handouts and ask questions Form: It is/was + O+ that/who(m)+ - T shows the poster of if any S +V+… questions and runs through it; c Adverbial focus - T models an apple- a question and lets Ss play Expected example: game; It was yesterday that Tom borrowed - T give feedback and correct Tim a tie incorrect sentences; Form: It is/was + adverbial + that+ - T gives Ss handouts and run S +V… through them Exercise 1: Choose the correct answer a, b, c or d Exercise 2: rewrite the sentence using clef sentences Pay attention to 7’ the underlined part Homework: At home, Ss: - learn structures - T sets the homework they have learnt; - exercises in the handout; - prepare the next lesson Unit 14 the - Take notes (6) Reading (7)